INITIAL IDEAS Final Idea
Idea 1: She Went Quietly - Charlie Winston
Artist: Charlie Winston Album: Running Still Released: 2011 Genre: Neo-Folk |
Idea 2: 2002 - Anne-Marie
Artist: Anne-Marie Album: Speak Your Mind Released: 2018 Genre: Pop |
Initial Plan:
Difficulty with this idea:
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Initial Plan:
Difficulty with this idea:
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Idea 3: Listen To The Man - George Ezra
Artist: George Ezra Album: Wanted on Voyage Released: 2014 Genre: Pop Initial Plan:
Difficulty with this idea:
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Idea 4: I Love Your Smile - Charlie Winston
Artist: Charlie Winston Album: Hobo Released: 2009 Genre: Neo-Folk Initial Plan:
Difficulty with this idea:
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final idea
After consideration I have decided to use 'Listen To The Man' by George Ezra, this is partly because of the songs upbeat tempo, which will eventually make the editing/post-production easier. My idea is as follows:
My interpretation of this song is a spin off of a stereotypical high school romance. Their would be one main female character and one main male character - who will be played by the artist. Extras would also be around the set, acting as other students. They would be handing a guitar to the artist and possibly dancing in the background. The female character would be shown to have a crush on the male, then the video would be twisted round so it appears the male character has a crush on her. Finally, in the last scene of the music video the girl will realise it was just a dream but then it is revealed that the male character feels the same way. The video will be split into three sections. They are:
My interpretation of this song is a spin off of a stereotypical high school romance. Their would be one main female character and one main male character - who will be played by the artist. Extras would also be around the set, acting as other students. They would be handing a guitar to the artist and possibly dancing in the background. The female character would be shown to have a crush on the male, then the video would be twisted round so it appears the male character has a crush on her. Finally, in the last scene of the music video the girl will realise it was just a dream but then it is revealed that the male character feels the same way. The video will be split into three sections. They are:
- A real time scene - this scene will almost be like the introduction to the video, where the female characters crush will be shown to the audience. This will then lead onto the next section.
- The music video itself - this will be the largest section of the video as this is where the artist will be lip-syncing the song to the female.
- Another real time scene - after the song has played (so at the end of the music video) there will be another real life scene. Here the feelings of the male character will be revealed to the audience.
a closer look at the song's lyrics
researching Specific scenes
dance scene:
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For the second chorus of the song, I will choreograph a small dance sequence. To get some inspiration on how I wanted the dance to look, I looked at the dance sequence in '500 Days of Summer'.
Things I like about the scene:
By using samples of movement from the scene I would be using intertextuality in my music video. |
Doors scene:
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For the first chorus of the song I have planned to recreate a widely used shot in films, most commonly involving doors. I looked at the doors scene in Scooby Doo.
Things I like about the scene:
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STORYBOARDING
While storyboarding I had a rough idea on who I wanted to cast and where the scenes were going to take place.
Scene 1 - Reality at the start
This is my plan for the reality scene at the start of the music video. I have later changed it so that the third picture of the storyboard doesn't happen as I feel having too many extras would be confusing in the first scene.
To reiterate what my storyboard says: "The female would walk into the room and see the artist sat at the table. She would tuck her hair behind her ear (to appear shy about her affectionate feelings). There would then be a quick reaction shot between the two characters to show that they acknowledge each other. The female character would then sit down with her book open, and put her headphones in. After that she would press the play button on the song on the phone (cueing the start of the music). Once the music starts she would start to fall asleep. Finally, there will then be a vertical pan, to show the change between reality and the 'dream'." |
scene 2 - verse 1
As I felt that my lyric analysis was really good for this section of the song, I didn't go into too much detail on my plan. On my lyric analysis I have written where the actors should move, and as music will be played over the top of the actors I can speak and instruct the actors when to move. To reiterate what my storyboard says: "After the vertical pan, there will be a two shot of the two characters. This would be a good opportunity for me to do a pull focus - although it would be quick as the verse is short. The female would wake up from her sleep quite abruptly and start taking her headphones out. Once she has done this she notices that the music instead playing around her and not just in her headphones. After listening to the artist for a couple of lines she will then slowly exit the study room with the artist behind her".
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scene 3 - Chorus 1 (doors)
This is my plan for the door scene. The majority of this scene will be a long establishing shot so audiences can see the location. There will also be close-ups of the artist and actors going in and out of the doors and bumping into each, but I will decide how many and where when I edit as then I will have a clearer idea on how much time I have.
To reiterate what my storyboard says: "There would be a long shot of the female walking into the first classroom, followed by the artist. The characters will then follow each other going through the doors. After the artist comes out of the second door, one of the extras will bump into him. The female will then walk out of the corridor, again followed by the artist". |
scene 4 - verse 2
This is the plan for the bench scene, which will occur next to the astro turf. I have thoroughly planned this scene as the timing of the hops needs to be precise with the music. To make sure this happens I have written down the timings and the lines of the song in which they need to move on.
To reiterate what my storyboard says: "There will either be a horizontal pan or a long shot to show the characters movement. There will then be a close-up of the artist catching the girl (this depends on how clear the movement is). The camera will then go back to a long shot where the girl will walk out of frame. This will be followed by a jump cut to a close up of the artist singing to the camera." |
Scene 9 - Reality at the end
This is the my plan for the last scene of the music video. On my lyrics analysis I listed the possible endings I had in mind. This is the plan for the final idea.
To reiterate what my storyboard says: "To show the change back into reality there will be a downwards vertical pan. Shortly after this the female character will wake up calmly, to contrast how she woke up in the first verse. She will slowly start to take her headphones out to see artist sat across from her. The girl will then presume it is a dream so walks off, the camera then focusses on the artist in a mid-shot. He will wink looking directly at the camera, insinuating that what happened previously was real. The footage will then fade out." |
From this I can now label the different scenes:
- Scene 1 - Reality at the Start
- Scene 2 - Verse 1 (Study Room)
- Scene 3 - Chorus 1 (Doors)
- Scene 4 - Verse 2 (Bench)
- Scene 5 - Chorus 2 (The dance scene)
- Scene 6 - Bridge (Chloe walking through school)
- Scene 7 - Final Chorus (Sky Deck)
- Scene 8 - Reversal (Back to Reality)
- Scene 9 - Reality at the End
When shooting my music video i will be using both my storyboards and my lyric analysis. As if i missed one shot/idea on one of the plans it is on the other one.
locations
After planning and storyboarding my music video I can now look into suitable places to film it. Whilst planning the video I had a rough idea on where I wanted to film so that it made the storyboarding process easier to picture.
For my music video, I will be using the British School Muscat. I chose this location because:
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Locations within the British school Muscat that I could use:
sCENE 7
oPTION 1
The building where I took these photos is referred to as 'The Main Hall'. This location is a possibility for the final scene where the girl meets the artist and focusses on him singing to her.
Reasons I think this location would work:
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OPTION 2
This is the roof of one of the buildings in the school. This is where the last choruses would take place, with the artist singing to the girl.
Reasons I think this location would work:
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option 3
This is referred to as the 'Sky Deck' at the school. This is another option for the the last choruses.
Reasons I think this location would work:
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WHEN SHOOTING MY MUSIC VIDEO I WILL BE USING BOTH MY STORYBOARDS AND MY LYRIC ANALYSIS. AS IF I MISSED ONE SHOT/IDEA ON ONE OF THE PLANS IT IS ON THE OTHER ONE.
SCENE 1, 2 and 9
I took this photo in the sixth form study room. This is where I want to film the real time scenes. I imagine that the artist and the girl would be sat on opposite sides of the table.
Reasons I think this location would work:
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SCENE 4 and 5
These are the benches by the astro turf. For this scene I would move the bench so that the field was in the background, enhancing the school feeling. By using this location it links in well to Scene 5 (the dance sequence) as it is the same location.
Reasons I think this location would work:
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SCENE 3
This is one of the corridors in the school. This is where I want to film the doors scene. I imagine that the artist and the girl would be walking in and out of the doors, with an extra bumping into the artist.
Reasons I think this location would work:
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scene 6
This is the primary section of the school. This is where I want to film the Bridge section of the song. I imagine that the girl is walking and then hears the song playing but she doesn't know where its coming from so she decides to investigate.
Reasons I think this location would work:
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Now that I have finished location scouting I can now ask the appropriate people to sign my location release form.
cast
My music video cast consists of:
The people I have cast in my music video for each part are:
- The artist (the actual singer of the song)
- Lead Female Character
- Extras
The people I have cast in my music video for each part are:
Singer:
(Real artists name: George Ezra) The male singer will be played by Miles White. I have chosen Miles as he has been in many school productions, got a very high grade in his drama GCSE and is a very confident actor. In addition to this, with his bubbly/humorous personality - he will bring the right level of humour and light heartedness I want in my music video. |
CHANGES:
Extras:
I will need to find people to play students around the school, for example sat in the study room and walking around whilst I'm focused on Miles and Chloe. I want an even number of boys and girls so that the audience is portrayed efficiently in the music video.
I have chosen the following extras because they are already good friends with each other and the lead male and female (Miles and Chloe), this not only means that there will be a friendly atmosphere on set, but also that their connection will transfer to the video.
I will need to find people to play students around the school, for example sat in the study room and walking around whilst I'm focused on Miles and Chloe. I want an even number of boys and girls so that the audience is portrayed efficiently in the music video.
I have chosen the following extras because they are already good friends with each other and the lead male and female (Miles and Chloe), this not only means that there will be a friendly atmosphere on set, but also that their connection will transfer to the video.
costume
For the actors costume, I have decided on a casual look, much similar to how kids dress in high school.
Miles:
I have decided on a black t-shirt with black trousers. I decided this outfit due to it not having any connotations that will reveal his personality. For example, if he was wearing sportswear, the audience will decode that he follows a sporty lifestyle and will imagine that the personality of this character will be the same as the sporty stereotypes that are represented in the media industry. In addition to this, the outfit will also help Miles cope with the weather as the top is short sleeved he can keep cool. |
Chloe:
Again I would like her in a casual outfit. As most teenagers wear logos on their t-shirts I can use product placement in my music video. In addition to the graphic t-shirt, I will have her in blue ripped jeans to contrast with Miles but to also highlight her style. |
Extras:
Like I have mentioned previously the extras shall be wearing casual clothing. They however will not be wearing logos as I don't want too much product placement in my music video, as it may start to become unrealistic. To help them in their costume decision, I showed them the following pictures, as it helps highlight what I (as the director) am looking for:
Like I have mentioned previously the extras shall be wearing casual clothing. They however will not be wearing logos as I don't want too much product placement in my music video, as it may start to become unrealistic. To help them in their costume decision, I showed them the following pictures, as it helps highlight what I (as the director) am looking for:
So that none of the actors outfits clash I will have a meeting with them to discuss costume plans. This is so adjustments can be made far in advance before they show up on the set.
documentation
Casting Information:
Location Release Form:
This location release form is to give information to the grantor about the different aspects and to get permission to film in that location. |
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Talent Release Forms:
The release forms tell my actors that they have been accepted to play the role in my music video. It also makes them understand what being an actor in my music video means. Finally it legally always me and other camera operators permission to take photographs of them.
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Extras Release Form:
The extras release forms are the same as the main cast release forms. Like before the forms give me and other camera operators permission to take photographs of them.
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As one of my extras is under 18, that means he isn't legally allowed to give consent for me to use him in my footage. Therefore I will need assent from his parents/legal guardians.
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Contingency Plan:
I made a contingency plan to make sure I have a backup plan if things go wrong with the original.
I made a contingency plan to make sure I have a backup plan if things go wrong with the original.
Risk Assessment:
When conducting a risk assessment, I will need to consider all the likely hazards, who may be harmed, property which may be damaged and the controls already in place. Then, for each likely hazard, bearing in mind the controls already in place, record the ‘risk assessment’ level. Further action(s) I will also need to consider will be determined by the level of risk assessment. The risk will be assessed by one of the following criteria; low, moderate, required to control high, extreme risk.
When conducting a risk assessment, I will need to consider all the likely hazards, who may be harmed, property which may be damaged and the controls already in place. Then, for each likely hazard, bearing in mind the controls already in place, record the ‘risk assessment’ level. Further action(s) I will also need to consider will be determined by the level of risk assessment. The risk will be assessed by one of the following criteria; low, moderate, required to control high, extreme risk.
To work out whether the risk was low, moderate, high or extreme I used the following document:
equipment:
Using the schools equipment has both strengths and weaknesses. The main strength being that I have chance to use high quality professional equipment to create a high quality music video. The main weakness is that the equipment gets booked out which restricts when I can film and reshoot.
I provided the speaker and the SD card but everything else I borrowed from the school.
I provided the speaker and the SD card but everything else I borrowed from the school.
crew
In addition to acting the following people will also be helping behind the scenes. The only weaknesses of using them for both is that:
- If they can't make it on the day I will be without a crew and cast member
- When they are needed in the scene I will be filming on my own, so to get around this I will make sure that not all of them are needed in a particular scene